Prolongamento de horário e satisfação profissional dos professores
Ficheiros
Data
2014-08-29
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Pretende-se com este trabalho apresentar os principais fatores que contribuem para explicar as vivências de mal – estar e de bem – estar dos docentes. Desenvolvemos uma perspetiva integradora, de carácter transacional e cognitivista, onde explicamos as relações ocorridas entre as situações indutoras de mal – estar, as experiencias de mal – estar, as estratégias de respostas e as consequências das mesmas no ambiente de trabalho. Propomo-nos fazer uma introdução ao estudo de algumas das principais emoções de mal – estar, referindo a sua relevância em termos de níveis de incidência e de custos individuais e sociais, indicando alguns dos fatores, pessoais, interpessoais, organizacionais e sociais, que contribuem para uma expressão tão marcada destes problemas na docência. Contudo, ressalvamos nesta abordagem os fatores que conduzem muitos professores a conseguirem reagir adaptativamente face às dificuldades profissionais desenvolvendo situações de bem estar. Salientamos neste estudo que a baixa frequência de crianças no Pré Escolar, levou à necessidade de um alargamento de horário, indo ao encontro das necessidades das famílias, sendo acrescida à Componente Pedagógica a Componente de Apoio à Família no Pré Escolar. Similarmente acresceu à componente letiva a componente de enriquecimento curricular no 1º Ciclo do Ensino Básico. Procuramos, com este estudo, contribuir para uma perspetiva atuante e profilática verdadeiramente capaz de ajudar os professores a prevenir o mal-estar, de agir face aos principais indicadores de mal-estar e, fundamentalmente, a tornarem-se promotores de bem-estar do docente.
The aim of this study is to present the main factors that contribute to explain teachers’ well and ill-being experiences. An integrative perspective, of a transactional and cognitive nature, was pursued in order to explain the relations between the several situations which induce ill-being, the ill-being experiences, the response strategies and their consequences upon the work environment. It is intended to create an introduction to the study of some of the main ill-being emotions, referring to their relevance in terms of incidence levels and individual and social costs, indicating some of the factors, personal, interpersonal, organizational and, social, which contribute to such a deep impact of these problems upon teaching. However, an exception is made to the factors which lead many teachers to being able to react adaptively to the professional difficulties and develop situations of well-being. This study emphasizes that the reduced number of children in preschool has led to an extension of working hours, meeting families’ needs by adding to the Educational component a Pre-school Family Support Component. Similarly, the curriculum enrichment component was added to the teaching component in the 1st Cycle of Basic Education. This study intends to contribute to an active and prophylactic perspective, truly capable of helping teachers prevent ill-being, reacting to main indicators of ill-being, and, fundamentally, becoming promoters of well-being.
The aim of this study is to present the main factors that contribute to explain teachers’ well and ill-being experiences. An integrative perspective, of a transactional and cognitive nature, was pursued in order to explain the relations between the several situations which induce ill-being, the ill-being experiences, the response strategies and their consequences upon the work environment. It is intended to create an introduction to the study of some of the main ill-being emotions, referring to their relevance in terms of incidence levels and individual and social costs, indicating some of the factors, personal, interpersonal, organizational and, social, which contribute to such a deep impact of these problems upon teaching. However, an exception is made to the factors which lead many teachers to being able to react adaptively to the professional difficulties and develop situations of well-being. This study emphasizes that the reduced number of children in preschool has led to an extension of working hours, meeting families’ needs by adding to the Educational component a Pre-school Family Support Component. Similarly, the curriculum enrichment component was added to the teaching component in the 1st Cycle of Basic Education. This study intends to contribute to an active and prophylactic perspective, truly capable of helping teachers prevent ill-being, reacting to main indicators of ill-being, and, fundamentally, becoming promoters of well-being.
Descrição
Dissertação de Mestrado em Ciências da Educação, Supervisão Pedagógica
Palavras-chave
Horários , Professores , Satisfação profissional